Min.

Activity

Special Needs Accommodations

5

The teacher leads the class in singing a song about or from the Oregon Trail.

Deaf or mute children might have a problem with this assignment, in which case a visual event like playacting an event that might have taken place on the trail would work just as well to grab their attention.

5

The teacher asks for questions about the Trail's history and asks a few of the class to make sure that previous material has been adequately absorbed.

For deaf children these questions would have to be interpreted.

10

Students free write in their journals about a trip they have taken, real, imagined, or figurative

For children with serious physical disabilities a computer would be a wonderful tool with which they could write such a journal. Perhaps instead of writing they could sketch.

15

Students share their stories at their tables.

Students with speech impediments would require more time here.

5

Using a few pointed questions, the teacher leads a class discussion in such that the students will realize that any journey can be a reflection of the Oregon Trail.

Once again, any interaction between the teacher and the class might have to be interpreted in sign language. Or, the teacher could write questions on the board or an overhead.

15

The teacher gives each student a stage in a figurative journey, such as completing a science project. Then, s/he asks the students to line up in such a way that they demonstrate the journey. The teacher will refer to one end of the line as Oregon and the other as Independence.

Ample space would be needed for wheelchair bound students. Deaf or mute students would need an interpreter.

Homework

Students will prepare a short song, skit, presentation, dance, or whatever to demonstrate how a journey they have relates to the Oregon Trail.

This is an open format assignment designed at some sort of presentation. Students would naturally tailor it to their own abilities and interests (as they should be encouraged to).